Intelligence

• The term intelligence is closely related to intellect.

• Intellect is a comprehensive term for observing ,
understanding, thinking and all ways of getting
information.
• It is helpful in solving problem and reaching a goal.
• In other word, intelligence means intellect put to
use.
• Today, the concept of intelligence is more
pragmatic much broader and concerned with
,(paratical)

learning and adaptive human behaviour.

• It is not a material fact but an abstract construct .
 Definitions
• Many psychologist have defined it a/c to their
research findings.
• For educator intelligence is reading and writing
abilities.
• For biologist it means an ability to adapt in
environment.
• For a foremen and managers it may be may an
ability to work efficiently with power and speed
with in time frame work.
• Thus, intelligence is expressed in many ways.
 Definitions
• A/c to Torgerson and georgia (1954), definition
of intelligence can be catagorised into four
groups.
• Capacity to learn
• Capacity to perform intellectual task.
• Capacity to think abstractly. And
• Capacity to make adequate adjustment to new
experience.
 Definitions
• Freeman( 1962)defined it as conglomeration/ combination of many
powers.
• A/c to Husband ‘An intelligent person uses past experiences effectively, is
able to concentrate and keep his attention focused for longer period of
time, adjust himself to a new and accustomed situation rapidly with less
confusion with fewer falls, moves shows variability and versatility of
responses, is able to see distinct relationship, can carry on abstract
thinking, has a greater capacity of inhibition and is capable of exercising
self criticism’
• Thus, It can be said that there are variations in definitions .
 Some have emphasized on symbols, concept and past experiences .
 Some have viewed in a narrow , one sided fashion.
 It should not be limited to certain abilities and should be viewed on
broad fashion.
 Thus, intelligence should be considered as less as an entity (unit) and
more as process or set of process , less of a ‘thing’ and more of an
abstraction( concept)
 Types of intelligence
• The great psychologist Charles Spearman (1904) develop a
statistical technique known as factor analysis.
• The factor analysis allowed the spearman to abstract a
measurement of common factor that seems to be shared by all
persons on all tasks .
• Spearman divided analytical factor into two groups- The ‘g’ and ‘s’
for general ability and specific ability respectively.
 General factors;
 A/c to Spearman it is better to use general intelligence or g for
general factor.
 He propose that g is a mental material for solving all intellectual
tasks.
 The person who have high g power is able to solve any problem in
effective way.
 And The person who have low g capacity are unable to solve a
wide range of tasks.
 Types of intelligence
He also noted that Person who performed well
on math test didn’t necessary scored equally on
other type of test.
In order to fulfill the general intelligence theory,
the test performance for all should be
determined entirely by g
And there should be correlation between any
two subjects.
 Types of intelligence
 Specific factor
 Spearman used the term specific intelligence or s factor or s
intelligence.
 Ability to solve the a particular events or problem is called specific
intelligence.
 It only fulfill the requirement of particular problem and unable other.
 Specific problem only fulfill or solved by the correlation with g
intelligence.
 Without correlation with g intelligence , s intelligence is unable to
solve the problem.
 So, for the measurement of g and s intelligence are equally important.
 For example; A student show better performance in Nepali is partially
due to his general intelligence and partly some kind of specific ability
in language.
 Types of intelligence

• Some students have specific ability in poetry,

prose drama etc and can be represented as g+ s1

• Some show better performance in mathematics which is

represented as g+ S2

• Similarly in science his performance is represented as g+

s3 and so on.

• Thus factor g will enter in all specific activities .

 Binet –Simon intelligence test

• In 1904, The government of France appointed a committee aimed to

identify the children who were performing bad performance in
school and to provide corrective education.
• The committee included a famous psychologist Alfred Binet who
played an important role in identifying the weaker students as well as
technique to improve their performance through special training.
• Binet and other French psychologist Theophle Simon developed the
first scale for measuring the performance of students in 1905 which
was known as Binet – simon scale.
• Later on it was translated into different language also.
• The test contained 30 test items ranging from simple to complex to
evaluate the ability of children of different ages.
• The test contained drawing, numbers. Listening, story telling and so
on.
• Binet was interested in measuring intellectual potential in children
than adults.
• The test items were as to define words ( what is pencil?),
name of objects seen in the pictures, explain how two
things are different ( How cow and dog similar), draw a
figure of tree etc.
• These icon seems to represent the ability level that was
typical for children of certain age.
• For eg, while making the original test for 6 year old
children, Binet and Simon made icons that could be passed
by about 2/3 of 6 year old children was regarded as
question for 6 year old test.
• when same question is given 7 and 8 year old children it
was passed by more than 2/3 of children of 7 and 8. And if
less than 2/3 of the children that were less than 6.
• Binet and Simon established a scale at every age level such as mental
age and chronological age.
• Mental age, which is express the child’s level of intellectual
development, in other word mental age is the average age at which a
children achieve a particular score.
• A child with actual age is called chronological age.
• A child with a chronological age of 5 who can answer the question of 8
year old level, his mental age is 8.
• In this case he is advance 3 years.
• A 5 year old child who can answer the question expected for his age
but not for higher ages has menta age 5.
• In other words, for average child the mental age and chronological age
are the same.
• Similarly, another child with mental age of 8 may be 11 year old, in this case , he
is retarded 3 years.

• From this statement it is clear that a mentally retarded child is slow in cognitive
development .
• The other example is a metntally 8 year old child might answer the same question
from 8 year level and 7 year old level incorrectly and be able to answer only some
of the 6 year old items, such child is most retarded.
• On Binet –Simon scale , Brightness and dullness can be expressed in terms of
number of year, advancement or retardation.
• This scale developed the idea of intelligence quotient (IQ).

• This scale also measured varation in intelligence among the children by revised
Binet- Simon scale.
•
 David Wechsler’s Test
• In 1939, David Wechsler published the Wechsler – Bellevue Intelligence adult
scale.
• He was unhappy with available intelligence test such as Binet test as the they
emphasized on verbal abilities only.
• To correct this problem he developed his own versions similar to Binet in some
ways but included a number of task called performance task that did not
require much in the way of verbal ability.
• David Wechsler combined verbal with non verbal or performance sub tests in
his intelligence test. Like Binet it was also individual test.
• In 1949, he developed Wechsler’s intelligence scale for children(WISC) and
revised in 1974.
• This is for children aged six to sixteen years 11 months..
• The adult intelligence scale (WAIS) was published in 1955.
• Wechsler also published Wechsler pre primary scale of intelligence ( WPPSI),
for ages 4- 6 ½ in 1967.
• The test score yields three I Qs ; A verbal IQ, a performance IQ ( based on non
verbal) and an overall IQ, which is the average of two.
 David Wechsler’s test contd.

• Wechsler’s has two subsections,

 Verbal sub sets;
 Information. Question tap the general range of information( e.g. How many
minutes make an hour).
 Comprehension. Tests practical information.( e.g. what would you do if lost
in big city).
 Arithmetic. Verbal problems related to airthmetic.( if I spent half of s.100,
how much I would left.)
 Similarities. ( eg. How are ball and wheel similar.)
 Vocabulary. ( what as aeroplane?).
 Performance sub test.
 Picture competition. The missing part of incomplete picture must be
pointed out. The child is given certain to solve it.
 Picture arrangement. Comic – stripe type picture must be arranged from a
standard presentation to tell a story
 Block design. This test the ability to perceive and analyze patterns.
 Intelligence quotient
• IQ is measurement of intelligence
• It is measured through various intelligence test
• The German Psychologist William Sterm introduced the term
IQ
• William Stern Calculated or measured IQ in the form of ratio
by using following formula
• Mental age/ Chronological age X100
• It is the formula to measure the rate of mental development
of an individual.
• In above formula, Mental age denote the intellectual
achievement
• And chronological age is actual age of an individual
 Concept of mental age

• The concept of mental age was first introduced by french

psychologist Alfred Binet
• It was based upon the principle of normal distribution of
intelligence
• For instance, majority of children of particular age are of normal
intelligence
• Some individual perform higher performance in their achievement
• And some perform low according to their chronological age
• Such individuals are advanced or retarded in IQ respectively.
• For example: A ten year old child had mental age of 10, then
• IQ= MA/CAX100
• 10/10X 100 =100
• Similarly If ten year old child achieve 8 then IQ = 80
• In 1st case, Individual show intelligence and in 2nd case is retarded in
intelligence.
• Psychologist concluded that if IQ is below 100, it is called retarded
in intelligence and if above 100, it is called intelligent
 Classification of IQ

• In accordance with individual mental level which is expressed

in terms of IQ, the investigators classify IQ in different
categories
• IQ Category
• Below 70 mentally defective
• 70-75 Feeble minded
• 75-90 dull
• 90-95 Below AVERAGE
• 95-105 Average
• 105-125 superior
• 125-140 very superior
• Above 140 GeniusS
 Factor affecting Intelligence
• Prenatal and post natal condition
• Sex and intelligence
• Intelligence and race
• Urban-rural areas and intelligence
• Socioeconomic status
• Age and intelligence
• Education and intelligence
 Determinants of intelligence
• The psychologist recognize the heredity and the major environment which
play major role in determining intelligence.
• Eysenck ( 1980) believed that in western country at present in a rough
numerical 80% of all factors contributing to individual differences of
individual is heredity, 20 % environment.
• Jensen (1969) also believed that heredity is the major determinant of
intelligence.
• Cyril Burt ( 1956) attributed 88% of intelligence is heredity and 12%
environmental influences.
• One of the argument is that despite the same environment in the orphange ,
children bear different IQ due to heredity.
• Environmentalist on the other hand argue that despite the same
chromosome and genes of identical twins when separated and reared in
different environment their IQ vary 15 to 20%.
• Studies also indicated that Childs IQ is also correlated with the education of
the parents, family size, birth order, rural –urban difference.
• Thus, heredity and environment are two sides of a coin which determine
the intelligence. The existence of one can not be imagined in the absence of
other.
 Individual difference in intelligence
• Intelligence level varies from people to people.
• Some may have good intelligence and some may not.
• Most of the people make middle range score while only few make very high or
low score.
• Intelligence is greatly influenced by people’s environment , there home,
School, economic background, socio-cultural background etc.
• Low intelligence create problem to fulfill demands of society and attainment
of high standard living.
• The average level of distribution is considered as 100.
• This is shown a bell shaped distribution or normal curve.
 Individual difference in intelligence contd.
• The above distribution of source based on the Wechsler adult intelligence scale,
follows an approximately normal curve , an average distribution values.
• The test is adjusted such that median score is 100. ( average score); so the half
of the score falls above 100 and half all below.
• The above curve indicates that the score of large number of people on test of
intelligence falls in a normal distribution.
• This mean that large number of people obtain average score or score that is
close to average.i.e, 85 to 00 (34.13%) and 100-115(34.13%).
• As the score deviates from the above average or below average , the score
become progressively less commn.
 The Gifted
 People who score above 130 on intelligence test are usually considered gifted.
 The relatively more gifted children come form higher socio-economic classes.
 The gifted childrens are more successful in later life.
 The retarded
 People who score below 70 on intelligence test are usually considered
retarded.
 These person have traditionally been classifie as morons (Stupid)( IQ 50-
70), imbeciles( Fool)( IQ. 20-50) and idiot ( IQ below 20).
 A new classification divides retardation into;
 Mild retardation ( IQ 50-70).
 Moderate ( IQ 36-50)
 Severe retardation ( IQ 20-35).
 Profound retardation (IQ below 20
 Causes of mental retardation
• Due to genetic accidents, ( chromosal mutaion).
• Fetal alcohol syndrom; ( mother uses alcoho during pregnancy).
• Deficiency of thyroxin harmone ( cretinism).
• Family history
• Head injury, stroke, meningitis , lack of oxygen .
 Characteristics of retarded children
 Depend on others and find difficult to manage themshelves.
 Face many difficulties to solve simple problems.
 Poor and slow learners.
 Poor at abstraction and are passive.
 Lack the power of observation , thinking and reasoning and generalisation.
 Limited power of interest, attitude , choice.
 Socially and emotionally maladjusted.
 Theory of multiple intelligence
• The theory of multiple intelligences was first proposed by Howard
Gardner in his 1983 book “Frames of Mind”, where he broadens the
definition of intelligence and outlines several distinct types of
intellectual competencies.
• Gardner developed a series of eight inclusion criteria while
evaluating each "candidate” intelligence that was based on a variety
of scientific disciplines.
• A/C him we may all have these intelligences, but our profile of these
intelligence may differ individually based on genetics or experience.
• Gardner defines intelligence as a “biopsychological potential to
process information that can be activated in a cultural setting to
solve problems or create products that are of value in a culture”
(Gardner, 2000, p.28).
 Linguistic Intelligence (“word smart”)
• Linguistic Intelligence is a part of Howard Gardner's multiple intelligence theory that deals with
sensitivity to the spoken and written language, ability to learn languages, and capacity to use
language to accomplish certain goals.
• People with linguistic intelligence, such as William Shakespeare and Oprah Winfrey, have an
ability to analyze information and create products involving oral and written language such as
speeches, books, and memos.
• Lawyer
• Speaker / Host
• Author
• Journalist

 Logical-Mathematical Intelligence (“number/reasoning smart”)

• Logical-mathematical intelligence refers to the capacity to analyze problems logically, carry out
mathematical operations, and investigate issues scientifically.
• People with logical-mathematical intelligence, such as Albert Einstein and Bill Gates, have an
ability to develop equations and proofs, make calculations, and solve abstract problems.
Mathematician
• Accountant
• Statistician
• Scientist
 Spatial Intelligence (“picture smart”)
• Spatial intelligence features the potential to recognize and
manipulate the patterns of wide space (those used, for
instance, by navigators and pilots) as well as the patterns of
more confined areas, such as those of importance to
sculptors, surgeons, chess players, graphic artists, or
architects.
• People with spatial intelligence, such as Frank Lloyd Wright
and Amelia Earhart, have an ability to recognize and
manipulate large-scale and fine-grained spatial images.
• Pilot
• Surgeon
• Architect
• Graphic Artist
•
• Bodily-Kinesthetic Intelligence (“body smart”)
• Bodily kinesthetic intelligence is the potential of using one’s whole body
or parts of the body (like the hand or the mouth) to solve problems or to
fashion products.
• People with bodily-kinesthetic intelligence, such as Michael Jordan and
Simone Biles, have an ability to use one’s own body to create products,
perform skills, or solve problems through mind–body union.
• Dancer
• Athlete
• Surgeon
• Mechanic
• Carpenter
• Physical Therapist
 Musical Intelligence (“music smart”)
• Musical intelligence refers to the skill in the performance,
composition, and appreciation of musical patterns.
• People with musical intelligence, such as Beethoven and Ed
Sheeran, have an ability to recognize and create musical pitch,
rhythm, timbre, and tone.
• Singer
• Composer
• DJ
• Musician
 Interpersonal Intelligence (“people smart”)
• Interpersonal intelligence is the capacity to understand the
intentions, motivations, and desires of other people and
consequently to work effectively with others.
• People with interpersonal intelligence, such as Mahatma Gandhi
and Mother Teresa, have an ability to recognize and understand
other people’s moods, desires, motivations, and intentions.
• Teacher
• Psychologist
• Manager
• Salespeople
• Public Relations
 Intrapersonal Intelligence (“self smart”)
• Intrapersonal intelligence is the capacity to understand oneself,
to have an effective working model of oneself-including own’s
desires, fears, and capacities—and to use such information
effectively in regulating one’s own life.
• People with intrapersonal intelligence, such as Aristotle and
Maya Angelou, have an ability to recognize and understand his
or her own moods, desires, motivations, and intentions.
• This type of intelligence can help a person to understand which
life goals are important and how to achieve them.
• Therapist
• Psychologist
• Counselor
• Entrepreneur
 Naturalist intelligence (“nature smart”)
• Naturalistic intelligence involves expertise in the recognition
and classification of the numerous species—the flora and
fauna—of his or her environment.
• People with naturalistic intelligence, such as Charles Darwin
and Jane Goddall, have an ability to identify and distinguish
among different types of plants, animals, and weather
formations that are found in the natural world.
• Botanist
• Biologist
• Astronomer
• Meteorologist
 Existential Intelligence
• The ability to be able to have deep discussions about the
meaning of life and human existence is known as
existential intelligence.
• People with this intelligence are sensitive but can
rationally address difficult questions, for example, how
we got here and why everyone eventually dies.
Cattle –Horn two types intelligence
• Alc toRaymond Cattle and John Horn intelligence are of two
types.
• A/c to them overall intelligence of an individual is the result of
different skills and abilities.
 Fluid intelligence
 It is described as general ability to think abstractly, reason,
identify patterns, solve problem and detect relationship.
 It depends on one own innate ability.
 It is not acquired any training, learning, past experience and
exposure to various environmental factors.
 This intelligence is used to solve puzzles, setting of strategies
to solve problem.
 Cattle –Horn two types intelligence
 crystallized intelligence
• This type of intelligence is acquired through education,
learning, experiences.
• It is opposite of fluid intelligence.
• The fluid intelligence remains same throuht life while
crystallized intelligence can increase.
• Vocabulary knowledge

• telligence has been defined in many ways: the capacity for abstraction, logic, understanding,
self-awareness, learning, emotional knowledge, reasoning, planning, creativity, critical
thinking, and problem-solving.
 triarchic theory,
intelligence
• According to the triarchic theory, intelligence has three aspects:
analytical, creative, and practical (Sternberg, 1985).
• Analytical intelligence, also referred to as componential
intelligence, refers to intelligence that is applied to analyze or
evaluate problems and arrive at solutions. This is what a traditional
IQ test measure.
• Creative intelligence is the ability to go beyond what is given to
create novel and interesting ideas. This type of intelligence involves
imagination, innovation and problem-solving.
• Practical intelligence is the ability that individuals use to solve
problems faced in daily life, when a person finds the best fit
between themselves and the demands of the environment. Adapting
to the demands environment involves either utilizing knowledge
gained from experience to purposefully change oneself to suit the
environment (adaptation), changing the environment to suit oneself
(shaping), or finding a new environment in which to work (